LSAT Blues

Mark Graber

This week I will be advising many undergraduates upset with their LSAT scores. Having done so for almost 20 years, I think I have a fairly good idea of what the examination does and does not test for. First, as is well known, the LSAT tests for race, to a lesser extent, social class, and whether you think in English. Second, the LSAT tests for whether your college grades reflect hard work or natural aptitude. Every year, I have students who have worked their tails off for high grades get brought down to earth by their LSAT score. By comparison, my lazy A's, sometimes B+s, do well. Third, the LSAT tests for unconventional minds who may have taken a few grade hits, but actually are serious intellects. Finally, and most important, the LSAT often tests for whether you took an LSAT prep course, or spent the time studying, doing an extra-curricular, or doing charitable work. In short, as several of my students note, with rare exception the LSAT makes college largely irrelevant and as the "A" stands for, tests for aptitude rather than any quality one might associate with merit.

Ignoring some the of the race issues (other than that, how was the show Mrs. Lincoln), the LSAT may provide some useful information to law school admissions committee.s I gather it has some predictive value, at least as to law school grades, so it may well be the case that my lazy A's shape up in law school or are bright enough to do well, again putting forth less than a full effort. Maybe there is no really good alternative. I do not know.

But with the increased emphasis on LSATs, inspired no doubt by US World News and Report, law schools are missing out on a lot of good kids who I think will be better lawyers and better professionals than those with slightly higher scores. A student who spends time helping neightbors may get a lower score than a peer who took the Kaplan course, but I suspect the former will do more honor to the legal profession. And maybe there is something unfair in an allegedly meritocratic society and profession judging students on how they performed one day, rather than on their overall record, particularly when, through course preparation, one can often buy a better score.

The best I can do is write fairly detailed letters of recommendation for my students. I know many committed undergraduate teachers who do the same (and am also aware of the many two sentence letters of recommendation law admissions committees get). We detail the strengths (and sometimes the weaknesses) of our students to try and enable a committee to determine where they belong. All we can hope for is that when we write these letters that our students are judged on their performances for four years, rather than one day. For those reading who serve on these committees, if you have questions about these students, call us. Make a decision on the person, not the number.
Posted 9:06 AM by Mark Graber [link]